Here's a method to introduce the design 'used-to' for your ESL students. This stately amy jane gun use with has some pictorial cautions for the purpose of it.
1 Find or draw on the table a photo of somebody who looks like they are able to have just acquired some cash. A photograph from a magazine of someone driving a costly automobile, or sitting in a lavish place, as an example, would work well. Give the person a name, and set the scene on your students of somebody who has just won the lottery, or generate it from their store (' Exactly why is Jane driving an expensive car?'; 'How did she afford her expensive clothes'? etc.)
2 Ask pupils about Jane's life after winning the lottery. Depending on the imagination of the students, you may have to prompt them a little (' Where does she live?'; 'Does she have a job?'; 'Is she happy?'; 'Where does she go on vacation'? etc.) Then ask students to describe how Jane's life was distinct before winning the lottery (' Where did she live?'; 'Was she happy?'; 'What was her job? ') After you've accumulated some facts about Jane's life before and after her lottery win, put your picture to one side and tell them to remember Jane because you'll be time for her later in the class.
3 Next, as a group, discuss important innovations in history. Get one recommendation as this is only an illustration to design the exercise which will follow), (it can not matter which one. Generate what life was like before this invention, and how life changed with the invention. For example: 'The internet. Prior to the internet, most people wrote letters, but now most people send e-mails.'
4 Now put students into pairs and keep these things think of three more crucial inventions, how life has changed with it and what life was like prior to the invention. When they've accomplished this, have each pair share one of their ideas with the class, but this time introduce 'used-to' by rephrasing their ideas as they provide feedback. For example:
Student: 'The airplane. Before the aeroplane, people travelled long distances by ship. Now they travel.'
Teacher: 'Good! Therefore, people used to visit long distances by ship, but now they fly.'
5 Following the first round of feedback, students is likely to be beginning to catch o-n, so now execute a second round, asking students to make use of the newest design with their second invention. Discover more on our partner paper - Click this URL: amy jane gun. They'll probably still need some prompting, but from the third round of feedback, employing their third creation, they should be creating 'used to' without a lot of help.
6 Use 1 or 2 of the students' ideas to highlight the written form of the structure on the board. Don't forget the problem and negative forms!
7 Now it is time and energy to get back to your image of Jane. Ask the students if they recall Jane and why she is driving her expensive car. Then ask them yet again to share with you about her existence before and after winning the lottery, now using 'used-to.' (' She used to live in a small flat, but now she's a mansion'; 'She used to work, but now she does not '). For another interpretation, please gander at: amy jane bellator. Make sure you give students plenty of exercise using the negative forms and question as well. You can have one student ask another a question about Jane's previous life, and ask some questions your self that want a negative reaction.
8 For more controlled communicative practice of 'used to', you might prepare a questionnaire about students' youth for students to work with in pairs. This may incorporate some requests, such as for instance 'visit school'; 'live.' One student in each pair must then form a problem (' Where did you use to live? ') and another must remedy (' I used to reside in Paris '). Click here amy jane gun to read the inner workings of it.
And there you've it, an easy way to present 'used to' to-your ESL students..